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ED3009- Science 3 Winter TermUnit of Work
UNIT PLAN
Unit Title: Living in Our World Stage: 2 Year: 3
Term: 3 Strand: Natural Environment
Duration: 10 Weeks Sub-strand: Living World
RATIONAL
The unit ‘Living in Our World’ develops students’ knowledge and understanding about the concept of living things, focusing on the differences
of living and non-living things, characteristics of living things, life cycles, environmental factors and biodiversity. Following the Science K-10
Syllabus of the Australian Curriculum (2013), this unit of work involves first-hand experiences, investigations, problem-solving strategies and
skills and clarifying understandings.
‘Living in Our World’ aims to incorporate technology with the purposeful and creative use in an effort to meet perceived needs or goals. The
activities within the unit address the Working Scientifically skills including posing questions, testing ideas, developing and evaluating arguments
(Board of Studies, 2012). This Unit also incorporates technology that aligns with the expectations of the K-6 Science and Technology Syllabus
(2012). There are several activities involving technology that allow students to solve real problems and create ideas and solutions. Students are
able to use technology as a learning tool to actively engage with real world situations and use technology skills, knowledge and understanding to
create solutions for themselves and others.
The unit’s framework is based around the Constructivist approach where ‘learning is defined as the construction of knowledge building on prior
knowledge by both individual and social collaboration ’ Tobin, Briscoe & Holman (1990); Vygotsky (1978). As Skamp (2004) suggests,
learners actively construct meaning from experiences on the basis of existing ideas. In order to support this theory, the unit focuses on the
knowledge of each individual learner and incorporates lessons that see the learning as an active and continuous process. The lessons
incorporated within the unit allow students to take responsibility for their own learning and encourages collaborative work where the teacher acts
as a facilitator to enhance students conceptual growth and change. The 5 E’s model is an instructional model based around the constructivist
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approach to learning. Each E describes a stage of teaching and learning, Engage, Explore, Explain, Elaborate and Evaluate (Department of
Education and Early Childhood Development, 2006).
As stated in the syllabus, the aim of the Science and Technology K-6 Syllabus (Board of Studies, 2012) is to foster students’ sense of wonder
and expand their natural curiosity about the world around them in order to develop their understanding of, interest in, and enthusiasm for science
and technology. In order to achieve this, the activities throughout the unit of work adopt an Inquiry Based Approach (Murdoch, 2010) by
‘encouraging students to link learning to real life, society and societal issues’ (Reynolds, 2009). Addressing both the syllabus and inquiry
approach, the activities exercise the idea of students acquiring their own knowledge through questioning, research, first-hand investigations,
experiments, fieldwork and active participation. This also enables students to develop a positive self-concept as learners as well as confidence
and enjoyment in their learning (Board of Studies, 2012).
‘Living in Our World’ ensures students gain a strong understanding of living and non-living things. As Venville states in ‘Young Children
Learning about Living Things’ (2004), the distinction between living and nonliving things is critical in the understanding of a child’s theory of
biology. Venville (2004) suggests that research shows that in elementary school there are a significant proportion of students who do not have an
understanding of the concept of living things. In order to ensure that students have a thorough and correct understanding of living things, each
lesson involves discussion and recapping of previous lessons. There is also a range of opportunities for students to problem solve, think critically
and creatively and build their skills and processes of scientific inquiry and technological design.
This Living World Unit has been designed to accommodate teaching and learning that supports the needs of all students. The activities aim to
address the curriculum outcomes whilst keeping in mind the learning needs, strengths, goals and interests of all students. The unit is
differentiated to align with the Tomlinson Model (2013) that includes differentiation through content, process, product and environment. The
unit also addresses the learning styles of Aboriginal and Torres Straight Islander people by integrating the 8 Ways of Aboriginal Learning; this
assists the Indigenous students with different learning pathways whilst also giving exposing other students in the class to different Indigenous
education. Differentiated opportunities will be provided for special needs students as well as gifted and talented students, which may include
additional support or adjustments to teaching, learning and assessment activities (Board of Studies, 2012).
‘Living in Our World’ links directly to other Key Learning Areas within the Australian Curriculum including
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- English: work independently and collaboratively with others when listening, communicating and producing texts
- Mathematics: measure, compare, interpret and evaluate findings regarding the stages of life cycles of plants and animals
- Human Society and It’s Environment: determine the value and affects of the environment on living things
- Creative Arts: designing and performing visual art and drama pieces
The unit also addresses cross-curriculum priorities and general capabilities which assists students to develop understandings and addressing
contemporary issues including Aboriginal and Torres Straight Islander histories and cultures, critical and creative thinking, information and
communication technology capability, intercultural understanding, literacy, numeracy
(Board of Studies, 2012).
GOALS
KLA: Science and Technology
ST2-10LW; Describes that living things have life cycles, can be distinguished from non-living things and grouped, based on their observable
features
ST2-11LW; Describes ways that science knowledge helps people understand the effect of their actions on the environment and on the survival of
things
ST2-4WS; Investigates their questions and predictions by analysing collected data, suggesting explanations for their findings, and
communicating and reflecting on the processes undertaken
ST2-5WT; Applies a design process and uses a range of tools, equipment, materials and techniques to produce solutions that address specific
design criteria
KLA: English
EN2-3A; Uses effective handwriting and publishes texts using digital
technologies
- Use a range of software including word processing programs to
KLA: Mathematics
MA2-9MG; Measures, records, compares and estimates lengths,
distances and perimeters in metres, centimetres and millimetres, and
measures, compares and records temperatures
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construct, edit and publish written text, and select, edit and
place visual, print and audio elements
EN2-12E; Recognises and uses an increasing range of strategies to
reflect on their own and others’ learning
- Jointly develop and use criteria for assessing their own and
others' presentations
- Discuss the roles and responsibilities when working as a
member of a group and understand the benefits of working
collaboratively with peers to achieve a goal
- Measures lengths and distances using metres and centimetres
- Compare and order lengths and distances using metres and
centimetres
- Recognise the need for a formal unit smaller than the
centimetre to measure length
- Select and use an appropriate device to measure length and
distances (Problem Solving)
MA2-18SP; Selects appropriate methods to collect data, and
constructs, compares, interprets and evaluates data displays, including
tables, picture graphs and column graphs
KLA: Creative Arts
DRAS1.3; Interacts collaboratively to communicate the action of the
drama with others
- Interacts abstractly or in role to communicate meaning to an
audience
VAS2.1; Represents the qualities of experiences and things that are
interesting or beautiful by choosing among aspects of subject matter.
- Explore different kinds of subject matter and concepts in their
making of artworks
VAS2.4; Identifies connections between subject matter in artworks and
what they refer to, and appreciates the use of particular techniques.
- How different aspects of the world are represented in pictures
and other kinds of artworks
KLA: HSIE
CCS2.2; Explain changes in the community and family life and
evaluates the effects of these on different individuals, groups and
environment
- Investigates the local area to identify the peoples who
originally lived there and those who live there now
- Identifies and explains why particular sites have relevance for
Aboriginal people today
ENS2.5; Describes places in the local area and other parts of Australia
and explains their significance
- Describes how people can construct and modify environments
in a manner that reflects ideas, culture, needs and wants
ENS2.6; Describes people’s interactions with environments and
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identifies responsible ways of interacting with environments
- Evaluates the necessity of caring for and conserving a feature,
site or place
- Examines some of the practices use by Aboriginal peoples to
care for land and water environments
ASSESSMENT AND EVALUATION
Formative Assessment (during learning engagement)
- This unit of work follows a holistic approach to assessment,
consequently assessment will be carried out throughout the unit
of work
- The approach encompasses assessment for learning, assessment
as learning and assessment of learning
- Formative assessment will be the primary means for tracking
the students progress throughout the unit. It allows teachers to
gain an understanding of what the students know and do not
know
- Examples of formative assessment include observations of
students, open-ended questioning, discussions and written work
samples
- See APPENDIX A for marking rubric/checklist
Summative Assessment (end of the unit)
- Summative assessment will be based on students personal
interest projects
- This will take place in lesson nine and ten
- This will include the process that the students undertake to
complete the project such as researching and the final
presentation
- The final presentation will involve students ability to convey
their findings in a clear and concise manner
- See APPENDIX B for marking rubric
Evaluation of the Unit- Did the unit achieve the aims, objectives and outcomes derived from the syllabus?
- Did the unit cater for indigenous students and was it culturally sensitive?
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- Did the unit cater for special needs and gifted and talented students?
- Did the unit challenge all students in their learning and follow and inquiry learning framework?
- Were the activities age appropriate for the students?
- Were the aims of each lesson achieved? Why/Why not?
- Were the resources used in the lesson appropriate to the learning experience?
- Were students provided with correct scientific metalanguage and did they understand it in a specific context?
- Were activities easily adapted incorporate, cater for and address student’s prior knowledge?
- Did the unit follow the ‘5 E model’ and were the lessons appropriate for each stage of the model?
- Were the lessons sequential and follow a chronological order?
STUDENTS
Number: 22 (2 Indigenous students, 1 gifted and talented student and an autistic student)
Differentiation needs
- Differentiation follows the Tomlinson model, which includes
the differentiation of process, product, content and
environment.
- Factors that will also be taken into account include student
readiness, prior knowledge and experience and pre-existing
conceptions of science content.
- Indigenous perspectives and learning styles are incorporated
throughout the unit. By following the ‘8 Ways’ model, all
students in the class, indigenous and non-indigenous, are
exposed to the traditional ways of learning and knowledge of
Skills, interest and prior knowledge
- Lessons are planned with the intention of engaging students
through interests and prior knowledge
- Activities will also build on students working scientifically and
working technologically skills whilst giving them opportunities
to utilise their skills they have already obtained
- The unit was written on the basis of students prior knowledge
from previous Science and Technology units in Stage 1
- ST1-10LW; Describes external features, changes in and growth
of living things
- ST1-11LW; Describes ways that different places in the
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Indigenous culture.
- The unit is designed in such a way that allows the teacher to
make adjustments to learning experiences so that gifted and
talented students can reach their educational potential
- Throughout the unit students are given plenty of choice and
opportunities to focus on individual interests, allow the student
with autism to excel in their learning. Particularly in the
Personal Interest Project where they are given choice of a living
things to study and also how to present. The child with autism
would have a specific schedule of workload, which indicates a
start and finish point of task so they are more focused. See
Appendix H for example of alternative task sheet
Below are two differentiated activities that are alternatives to lessons in
the unit of work
Lesson 1 (Autistic differentiation)
- Students work directly with the class teacher
- Students are provided with the exact amount of water and soil
required for the planting activity and complete the process step
by step
- Students complete an oral recorded journal as opposed to a
written journal
Lesson 3 (Indigenous Student Differentiation)
- Indigenous students are given the option to present their
findings from the nature walk through a ‘learning map’ as it
environment provide for the needs of living things
- ST1-4WS; Investigates questions and predictions by collecting
and recording data, sharing and reflecting on their experiences
and comparing what they and others know
- ST1-5WT; Uses a structured design process, everyday tools,
materials, equipment and techniques to produce solutions that
respond to identified needs and wants
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provides a non-verbal medium that the students use to meet the
outcomes and the teacher can use as a means of assessment of
learning. This differentiation is based on the ‘8 Ways’ model of
learning
LEARNING MATTER
Essential Understandings and Skills
Students- Sort objects according to whether they are living or non-living
- Identify some features of living things that distinguish them from non-living things e.g.
reproducing, growing and responding
- Identify and use patterns in the observable features of living things to group them, by
using tables, diagrams or flowcharts
- Research ways that Aboriginal and Torres Straight Islander people classify some plants or
animals
- Observe first-hand one animal or plant as it grows and develops, and sequence the stages
in its life cycle
- Identify ways that the environment can affect the life cycle of plants and animals
- Identify some factors in local environment that are needed by plants and animals for
survival
- Outline the relationship between plants and animals, including that plants are able to use
light to make food, while animals must eat plants or other animals to obtain food
- Gather information about some relationships between living things
Related Text-Types
- In the unit ‘Living in Our World’, a
variety of text-types are used to
integrate the Key Learning Area of
English
- Procedure: Students will develop a
step by step process outlining the
growth rate of a plant, taking into
account the factors of sunlight,
amount of water and soil depth of the
seed
- Information Report: Students
develop a factual text discussing the
characteristics and features of a
chosen plant or animal
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LEARNING SEQUENCE
5 E’s and Concept
Learning Engagements Resources and preparation Outcomes
Engage: Living and Non-Living Things
Lesson 1
- Plant a seed with the students (measure the water, soil, depth of the seed,
ensure the plant is in direct view of sunlight they will monitor the growth
throughout unit). Every day students will water plant and take pictures of the
progress. They will document the progress in their science journal (Appendix
C, G and H) (Numeracy Link- 40 minutes)
- Touch and feel box where students describe and categorise living and non-
living things (Literacy Link- 10 minutes)
- TWLH chart (think we know, want to know, learned and how we learned)
(Literacy Link- 15 minutes)
- Students will go into groups and create a mind map, draw images about what
they think “living and non living is” (20 minutes)
- Discussion reflection (5 minutes)
- Seeds- Soil- Water- Watering can- Bottom of plastic
bottles- Paper towel- Living and non-living
items- Feel bag/box- Coloured cardboard
for wall TWLH chart- Science journals- Pencils, pens, texters- Ruler
ST2-10LWST2-4WSEN2-3AMA2-9MGVAS2.1
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ED3009- Science 3 Winter TermUnit of Work
Explore: Investigating Living Things
Lesson 2
- Water plant and document progress in their science journal (Appendix D)
(Numeracy Link- 5mins)
- Students go on a nature walk around the school ground in order to collect
what they understand to be living or non-living items. They will be able to
take photos on the iPad of items that can’t be brought into the classroom
(35mins)
- Students will then informally present their findings to the class, including
photos and items. During the presentation there will be a discussion on why
students think certain items are living or non-living (30mins)
- Teacher and students order items into living and non-living and place them on
the respective side of a table/wall. This will become a feature display for the
unit (20mins).
- Science journals- Pencils- Items collected from
playground- iPads- Cord to connect iPad
to smartboard- Ruler
ST2-10LWST2-4WSST2-5WTEN2-12EMA2-9MG
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Explore: Investigating Living Things
Lesson 3
- Water plant and document progress in their science journal (Appendix)
(Numeracy Link- 10mins)
- Revisit TWLH chart (5mins)
- Students create word wall of the ideas and understandings from the nature
walk – used for next lesson as a comparison (Literacy Link)
- Teacher will use prompting questions to direct students towards characteristics
of living things e.g. they breathe, grow and eat without providing explicit
terminology (15mins)
- As a class, students will then play ‘Living Things Celebrity Heads’. Students
will be provided with a living plant or animal and have to ask specific
questions in order to guess what living thing they are. The teacher encourages
student to use prompting questions such as do I need water to survive and do I
get my energy from the sun. The rest of the class answers yes or no (15mins)
- Students are provided with a range of magazines, cut-outs, photographs and
newspapers in order to produce a collage to be used as classroom display.
(Students will cut out symbols, images and words and glue them on A3
cardboard- 30mins)
- Science journals- Pencils, pens, texta’s- TWLH Chart- A3 cardboard- Magazines,
newpapers, coloured paper
- Gluesticks- Butchers paper for
word wall- Celebrity Heads cards
that have names of living animals and plants
- Ruler
ST2-10LWST2-4WSEN2-12EMA2-9MG
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Explain: Living/Non-Living Things
Lesson 4
- Water plant and document progress in their science journal (Appendix D)
(Numeracy Link-10mins)
- Living things video – SKWIRK (10mins)
- Students will then be given an iPad to create a venn diagram on living and
non-living things on the Venn Diagram app (Literacy Link- 20mins)
- The class will have a discussion around living things and their characteristics.
This is a chance for the teacher to consolidate their learning and ensure they
know the characteristics of a living thing (move, reproduce, are sensitive,
grow, respire, excrete, gain energy or nutrition- 20mins)
- The teacher builds on students ideas from the “nature walk” presentations and
brings in scientific language to add to the word wall (20mins)
- Science journals- Pencils, pens, texters- iPad with Venn
Diagram App working correctly
- Whiteboard to write characteristics
- Word Wall- Observation checklist
used throughout all lessons
- Ruler
ST2-10LWST2-4WSST2-5WTEN2-3AMA2-9MG
Explain: Living/Non-Living Things
Lesson 5
- Water plant and document progress in their science journal (Appendix D)
(Numeracy Link-10mins)
- Excursion to Garigal National Park, where a Guringai Elder will take students
on a guided walk through the park, identifying living plants and animals and
discussing local Indigenous history with the student (1/2 day excursion)
- After the walk the class will sit with the Indigenous elder and discuss
Indigenous language for classifying living things (10mins)
- When students return to school, they will add the new ideas from the walk
onto the word wall and create a comparison using Garigal language (Literacy
Link- 10mins)
- Science journals- Pencils, pens, texters- Bus to excursion- Guringai Indigenous
Elder- Word Wall- Ruler
ST2-10LWST2-4WSMA2-9MGCCS2.2ENS2.6
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Explain: Living/Non-Living
Things
Lesson 6
- Water plant and document progress in their science journal (Appendix D)
(Numeracy Link-10mins)
- Students then work in groups and develop an information report (Appendix
E) based on a particular animal or plant that they saw on the excursion. This
could include appearance, classification, habitat, diet and reproduction
(Literacy Link-60)
- Students are assigned different roles including manager, director and speaker
- Science journals- Pencils, pens, texters- Ruler
ST2-10LWST2-4WSEN2-3AMA2-9MG
Explain: Lifecycles
Lesson 7
- Water plant and document progress in their science journal (Appendix D)
(Numeracy Link-10mins)
- Discussion – what is a life cycle? (10mins)
- Show flip chart of frog life cycle, complete activities (30mins)
- Role play life cycle of a frog (15mins)
- Play video and IWB on the life cycle of the butterfly (5mins)
- Butterfly life cycle artwork – using pasta (20mins)
- Science journals- Pencils, pens, texters- Interactive
Whiteboard- Frog flip chart- Butterfly Video- Monarch Butterfly
Life Cycle - Pasta- Glue- Scissors- Leaves- Cardboard- Ruler
ST2-10LWST2-11LWST2-4WSST2-5WTMA2-9MGDRAS1.3VAS2.1
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Elaborate: Environmental Factors
Lesson 8
- Water plant and document progress in their science journal (Appendix D)
(Numeracy Link-10mins)
- Students start an end of term project that involves researching a specific
animal or plant resources from Scootle and other suggested websites and
texts- this will be presented to the class through choice of student e.g. poster,
role play, rap, poem, video. The information must include the life-cycle and
actions and effects of environment on the living thing (Literacy Link- 60mins)
(See differentiation box of unit of work for special needs alternatives)
- This lesson will be a time for students to collect information and start planning
how they will present
- Task will become a Personal Interest Project that can be incorporated into the
homework plan
- Reflection discussion- teacher reflects on the effects of living things on the
environment and on the survival of living things (10mins)
- Science journals- Pencils- iPads- Computers- Websites, texts and
books for research- Ruler
ST2-10LWST2-11LWST2-4WSST2-5WTEN2-3AMA2-9MGCCS2.2ENS2.5
Elaborate: Environmental
Factors
Lesson 9- Students present findings in a table & create a (column/bar) graph in their
science journals to presenting their findings. They also stick a photo and write
a summary of the growth of the plant (after the completion of the unit, photos
and findings could be used to create a class picture book of the experiment)
(Appendix C) (Numeracy Link- 35mins)
- Students continue working on their projects and should be ready to present
next week (45mins)
- Science journals- Pencils- Mathematics paper- iPad- Printer- Ruler
ST2-10LWST2-11LWST2-4WSST2-5WTMA2-9MGMA2-18SPVAS2.1CCS2.2
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Evaluate: Summ
ative
Assessm
ent
Lesson 10
- Students present their Personal Interests Projects. Audience can ask questions
and will be asked to give peer feedback using the PMI model (positive, minus
and interesting) (Appendix F) (Literacy Link- 60mins)
- Teacher will also use a marking rubric as form of summative assessment to
evaluate students learning, providing them with feedback (10mins)
- Students reflect on the unit (living & non-living things, lifecycles and
environmental factors- 10mins)
- Students projects- Marking rubrics- Ruler
ST2-10LWST2-11LWST2-4WSST2-5WTEN2-12EDRAS1.3VAS2.1CCS2.2ENS2.6
RESOURCES
Text- Amazing Living Things By Feely (2004)- The Science of Living Things: What is a Living Thing
by Kalman (1999)- Living and Non-Living: My World of Science by
Royston (2008)- Tasmanian Devil Life Cycle by Pyers (2011)- Koala Life Cycle by Pyers (2011)- Life Cycle of a Tree by Kalman (2002)- I See a Kookaburra by Jenkins (2005)- Living and Non-living by Lindeen (2008)
Online/IWB/Audio/Visual- iPads- Cord to connect iPad to smartboard- Venn Diagram Mobile Application- A Life Cycle Mobile Application- Non-living & Living Things Mobile Application- Living vs Non-living: Do you know which ones will grow? Mobile
Application- Marine Missions Mobile Application- Life Cycles- Australian Museums- Scootle Life Cycle Resources- Monarch Butterfly Life Cycle
Place/ Human- Garigal National Park- Guringai Indigenous Elder
Materials/Real Life Items- Seeds- Soil
- Science journals- Items collected from playground- TWLH Chart
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- Water- Watering can- Bottom of plastic bottles- Paper towel- Living and non-living items- Feel bag/box- Coloured cardboard for wall TWLH chart- Science journals- Pencils, pens, texters- Ruler- Scissors- Leaves
- Butchers paper for word wall- Celebrity Heads cards that have names of living animals and plants- Whiteboard to write characteristics- Word Wall- Observation checklist used throughout all lessons- Bus to excursion- Frog flip chart- Butterfly Video- Pasta- Glue- Cardboard- Mathematics paper
RISK ASSESSMENT
Lesson Location Age Group
Staff Competence/Ratio Potential Risk Controls
1 Classroom 8-10- 1 qualified
teacher with current first aid and anaphylaxis training with experience in teaching all Key Learning Areas
- 1 teacher to 22 students.
- Spilling water on table surfaces or electrical items creating slip hazard or possible electrocution.
- Potential allergy to seeds/soil.
Teacher provides sponges and instructs students to clean any water spillages.Any electrical items are moved away from ‘wet areas’ and stored in appropriate areas. Parental permission is sought before students engage in the materials for the lesson.
2 Schoolyard/
Classroom
8-10- 1 qualified
teacher with current first aid and anaphylaxis training with experience in
- Spider bites- Tripping hazards
Teacher instructs students not avoid direct contact with spiders and any other dangerous/unknown creatures. Students are instructed to walk.Teacher carries first aid kit during activity.
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teaching all Key Learning Areas
- 1 teacher to 22 students.
3 Classroom 8-10- 1 qualified
teacher with current first aid and anaphylaxis training with experience in teaching all Key Learning Areas
- 1 teacher to 22 students.
- General trip hazards
- Electrocution hazard
- Sharp edges
Students are aware of classroom rules which don’t allow running and rough play. Resources and materials are packed up and returned to designated storage areas.Electrical equipment is plugged into the wall properly, away from water sources.Sharp edges are smoothed wherever possible or covered with soft material.
4 Classroom 8-10- 1 qualified
teacher with current first aid and anaphylaxis training with experience in teaching all Key Learning Areas
- 1 teacher to 22 students.
- General trip hazard
- Electrocution hazard
- Sharp edges
Students are aware of classroom rules which don’t allow running and rough play. Resources and materials are packed up and returned to designated storage areas.Electrical equipment is plugged into the wall properly, away from water sources.Sharp edges are smoothed wherever possible or covered with soft material.
5 Garigal National
Park
8-10- 1 qualified
teacher with current first aid and anaphylaxis training with experience in teaching all Key Learning Areas and trained national park indigenous
- Snake bites- Insect bites- Tripping/falling
hazards- Dehydration- Allergies- Heat Stroke- Sunburn- Bushfire
Students are aware of the danger of snakes and stick to the path during the walk. National park guide and teacher are trained in first aid and anti-venom is available. National park guide and teacher are trained in first aid and anti-venom is available. Students stick to the path at all times and walk at all times. Students bring plenty of water and stay hydrated throughout the day with regular drink breaks.Students are required to wear a hat and sunscreen during the walk. Food and drink breaks occur in the
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guide/elder- 1 teacher, 1
parent helper and 1 national park guide/elder to 22 students
shade.Students, teachers and parent volunteers pay attention to changing conditions, fire danger radar and national park tour guide.
6 Classroom 8-10- 1 qualified
teacher with current first aid and anaphylaxis training with experience in teaching all Key Learning Areas
- 1 teacher to 22 students.
- General trip hazards
- Electrocution- Sharp edges
Students are aware of classroom rules, which don’t running and rough play. Resources and materials are packed up and returned to designated storage areas.Electrical equipment is plugged into the wall properly, away from water sources.Sharp edges are smoothed wherever possible or covered with soft material.
7 Classroom 8-10- 1 qualified
teacher with current first aid and anaphylaxis training with experience in teaching all Key Learning Areas
- 1 teacher to 22 students.
- General trip hazards
- Electrocution- Sharp edges- Choking hazard
from pasta
Students are aware of classroom rules which don’t allow running and rough play. Resources and materials are packed up and returned to designated storage areas. Electrical equipment is plugged into the wall properly, away from water sources. Sharp edges are smoothed wherever possible or covered with soft material.Students are instructed not to eat the pasta and monitors students throughout the lesson.
8 Classroom 8-10- 1 qualified
teacher with current first aid and anaphylaxis training with experience in teaching all Key Learning Areas
- 1 teacher to 22
- General trip hazards
- Electrocution- Sharp edges
Students are aware of classroom rules which don’t allow running and rough play. Resources and materials are packed up and returned to designated storage areas.Electrical equipment is plugged into the wall properly, away from water sources.Sharp edges are smoothed wherever possible or covered with soft material.
Amelia Bannerman (20111728), Angus Bird (20113288), Bridgette Durand (20111655), Jessica Gilder (20111770) 18
ED3009- Science 3 Winter TermUnit of Work
students.
9 Classroom 8-10- 1 qualified
teacher with current first aid and anaphylaxis training with experience in teaching all Key Learning Areas
- 1 teacher to 22 students.
- General trip hazards
- Electrocution- Sharp edges
Students are aware of classroom rules, which don’t allow running and rough play. Resources and materials are packed up and returned to designated storage areas.Electrical equipment is plugged into the wall properly, away from water sources.Sharp edges are smoothed wherever possible or covered with soft material.
10 Classroom 8-10- 1 qualified
teacher with current first aid and anaphylaxis training with experience in teaching all Key Learning Areas
- 1 teacher to 22 students.
- General trip hazards
- Electrocution- Sharp edges
Students are aware of classroom rules which don’t allow running and rough play. Resources and materials are packed up and returned to designated storage areas.Electrical equipment is plugged into the wall properly, away from water sources.Sharp edges are smoothed wherever possible or covered with soft material.
Amelia Bannerman (20111728), Angus Bird (20113288), Bridgette Durand (20111655), Jessica Gilder (20111770) 19
ED3009- Science 3 Winter TermUnit of Work
Reference List
- 8 Aboriginal Ways of Learning. http://8ways.wikispaces.com/ cited on 1st July 2014
- Abeema. (2013). Non-living & Living Things (Version 1.0.0) [Mobile Application Software]. Retrieved from http://blog.apastyle.org/apastyle/2013/03/how-to-cite-a-mobile-app.html
- Absolutely Wild Visuals. (2010). The Life Cycles of Echidnas. Retrieved 2/7/2014 from http://www.scootle.edu.au/ec/viewing/R12127/index.html
- Absolutely Wild Visuals.(2010). The Life Cycles of Echidnas: Transcript. Retrieved 2/7/2014 from http://www.scootle.edu.au/ec/viewing/R12127/transcript.html
- Australian Museum. (2013). Life Cycles. Retrieved 2/7/2014 from http://australianmuseum.net.au/Life-Cycles
- Australian Science Teachers Association. (2014). Unit 2: Living and Non-Living Things. Retrieved 28/06/14 from http://scienceweb.asta.edu.au/years-3-4/unit2/lesson-two/yr34-unit-2-lesson-2.html
- Bird, A. (2013). Interactive Whiteboard Activity. Life Cycle of a Frog
- Board of Studies NSW (2006)., Human Society and It’s Environment K-6 Syllabus. Sydney, Australia: Board of Studies NSW. Retrieved from http://k6.boardofstudies.nsw.edu.au/wps/wcm/connect/93415130-2afa-4654-a740-cf3d399d2627/k6_hsie_syl.pdf?MOD=AJPERES
- Board of Studies NSW (2012)., NSW Syllabus for the Australian Curriculum. Mathematics K-10 Syllabus. Sydney, Australia: Board of Studies NSW. Retrieved from http://syllabus.bos.nsw.edu.au/mathematics/mathematics-k10/
- Board of Studies NSW (2012)., NSW Syllabus for the Australian Curriculum. Science K-10 Syllabus. Sydney, Australia: Board of Studies NSW. Retrieved from http://syllabus.bos.nsw.edu.au/science/science-k10/
- CJ Educations. (2013). Living vs Non-living : Do you know which ones will grow? (Version 1.1) ]Mobile Application Software]. Retrieved from https://itunes.apple.com/us/app/living-vs-nonliving-do-you/id705778137?mt=8
- Department of Education, Tasmania; e-magine Centre of Excellence in Online Learning. (2010). Life Cycles: Birds. Retrieved 2/7/2014 from http://www.scootle.edu.au/ec/viewing/L1361/index.html
- Department of Education, Tasmania; e-magine Centre of Excellence in Online Learning,. (2014). Lifecycles: Butterflies. Retrieved 2/7/2014 from http://www.scootle.edu.au/ec/viewing/L1358/index.html
- Department of Education, Tasmania; e-magine Centre of Excellence in Online Learning. (2010). Life Cycles: Gum Trees. Retrieved 2/7/2014 from http://www.scootle.edu.au/ec/viewing/L1363/index.html
Amelia Bannerman (20111728), Angus Bird (20113288), Bridgette Durand (20111655), Jessica Gilder (20111770)
20
ED3009- Science 3 Winter TermUnit of Work
- Department of Education, Tasmania; e-magine Centre of Excellence in Online Learning. (2010). Platypus Life Cycle. Retrieved 2/7/2014 from http://www.scootle.edu.au/ec/viewing/L28/index.html
- Department of Education, Tasmania; e-magine Centre of Excellence in Online Learning. (2010). Life Cycles: Whales. Retrieved 2/7/2014 from http://www.scootle.edu.au/ec/viewing/L1364/index.html
- Feely, J. (2004) Amazing Living Things: Teacher Edition. Victoria: Eleanor Curtain Publishing
- International Reading Association (2013). Venn Diagram (1) [Mobile application software]. Retrieved from https://itunes.apple.com/au/app/venn-diagram/id666981188?mt=8
- Jenkins, S., Page, R. (2005). I See a Kookaburra. New York, Houghton Mifflin Company
- Kalman, B. (2002). The Life Cycle of Tree. Australia. Melbourne: Crabtree Publishing Company
- Kalman, B. (1999). The Science of Living Things: What is a Living Thing. Melbourne: Crabtree Publishing Company
- kellynilandhopper. (November, 13, 2010). Monarch Butterfly Life Cycle [Video file]. Retrieved 2/7/2014 from http://www.youtube.com/watch?v=Ry4hqn0WD60
- Lindeen, C. (2008). Living and Non Living. America, Capstone Press
- Murdoch, K., (2010). Inquiry Learning. Retrieved from http://www.kathmurdoch.com.au/index.php?id=3
- National Geographic Society. (2013). Marine Missions (Version 1.1) [Mobile Learning Software] Retrieved from https://itunes.apple.com/au/app/marine-missions/id669505900?mt=8
- NSW Government (2009). Excursions Policy. [ONLINE] Available at: https://www.det.nsw.edu.au/policies/student_admin/excursions/excursion_pol/PD20040010.shtml?query=excursion+policy. [Last Accessed 2nd July 2014].
- Nth Fusion LLC. (2012). A Life Cycle App (Version 1.2.0) [Mobile Application Software]. Retrieved from https://itunes.apple.com/au/app/a-life-cycle-app/id394578286?mt=8
- Pyers. G. (2011). Koala : Life Cycles of Australian Animals. Australia: Pearson Education Australia
- Pyers. G. (2011). Tasmanian Devil: Life Cycles of Australian Animals. Australia: Pearson Education Australia
- Reynolds, R., (2009). Teaching Studies of Society and Environment in Primary School. Sydney: Oxford
Amelia Bannerman (20111728), Angus Bird (20113288), Bridgette Durand (20111655), Jessica Gilder (20111770)
21
ED3009- Science 3 Winter TermUnit of Work
- Royston, A. (2008) Living and Non Living: My World of Science. America, Heinemann-Raintree
- Scootle.(2013). Feathers, Fur or Leaves. Retrieved 28/06/14 from http://www.scootle.edu.au/ec/viewing/S5686/pdf/Feathers_fur_or_leaves_online.pdf
- Skamp, K., (2004). Teaching Primary Science Constructively (2nd ed). Australia: Nelson Australia Pty Ltd
- Skwirk. (2013). Living Things. Retrieved 30/06/14 from http://www.skwirk.com.au/skwirk/uploadFiles/content/upload/kiddies/science/stage1scienceinterface.swf
- Tobin, K., Briscoe, C., & Holman, J. R., (1990). Overcoming constraints to effective elementary science teaching, Science Education, 74, 409-420
- Tomlinson, C., (2013). Defensible Differentiation: Why, What and How. Retrieved July 2014 from http://www.caroltomlinson.com/Presentations/Tomlinson%20ASL%20Institute%206-13%20V2.pdf
- Venville, G., (2004). Young Children Learning about Living Things: A case study on conceptual change to ontological and social perspectives. Journal of Research in Science Teaching, 41(5), 449-80
- Vygotsky, L.S., (1978). Mind and Society: The development of higher mental processes. Cambridge, MA: Harvard University Press
Amelia Bannerman (20111728), Angus Bird (20113288), Bridgette Durand (20111655), Jessica Gilder (20111770)
22
Appendix A
Formative Assessment Checklist‘Living in Our World’ Unit
Student’s Name: _______________________
Criteria Not Observed Observed
Students engage within the topics of living and non-living things, lifecycles
and environmental factors
Students cooperate with peers to monitor and contribute to the growth of
their class plant
Students can successfully demonstrate their knowledge of living & non-
living things by generating a TWLH chart, Venn diagram’s, word walls and
mind maps
Students document and present their findings from the nature walk (using
photographs & technology to support their informal presentation)
Students make connections between the characteristics of living things
including Indigenous perspectives
23
Comment:
Student work collaboratively to produce an information report (based on an
animal or plant)
Students demonstrate an understanding of a lifecycle and can provide
examples
Self-monitors own learning and peers
24
Appendix B
Summative Assessment Rubric‘Living in Our World’ Unit
Student’s Name: _______________________
Assessed Criteria Satisfactory Developing Confident
Presentation skills
e.g. clarity of voice,
eye contact etc
- Audience cannot understand
presentation because there is
no sequence of information
- Student makes no eye contact
with his audience
- Voice is unclear
- Student has general
understanding of the
topic.
- Material is moderately
relevant
- The audience is
reasonably engaged
through use of material.
- Student presents
information in a logical
and interesting sequence
which audience can
follow
- Student makes eye
contact with audience
consistently with little
need to refer to notes.
- Voice is clear
Use of technology,
graphics and
appearance
- Student did not use any
supporting media, graphics,
props or sound to enhance the
quality of their project
- Appropriate use of
graphics, media, sound
and props to support
material
- Good use of graphics,
sound, media and props
to support material
25
Content Knowledge - Student does not have a grasp
on the topic and the
information being delivered;
student cannot answer
questions about subject.
- Material is not relevant to topic
area
- The material does not engage
the audience.
- Student has general
understanding of the
topic.
- Material is moderately
relevant
- The audience is
reasonably engaged
throughout the
presentation.
- Student has knowledge of
the topic
- Material is relevant to
topic area
- Material engages the
audience
Comment: Grade:
26
Appendix C
Investigation Planner
What are we going to investigate?
What is the aim? (What do you want to find out)
Prediction (What do you think will happen)
Equipment needed (What till you need to use?)
- -
- -
Method (How will it be done?)
27
During the investigation (What did you observe)
Draw and write about what you saw:
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
28
Appendix D
Week: Day Length (mm/cm)
MondayDate:
TuesdayDate:
WednesdayDate:
ThursdayDate:
FridayDate:
Total Growth For The Week (mm/cm)
29
Appendix E
Information Report- Fauna
What kind of animal is it? What does it look like?
Where does it live? How does it move?
What is its diet? How does it reproduce?
30
Information Report- Flora
What kind of plant is it? What does it look like?
Where can it be found? What are some unique features?
How does it grow? How does it reproduce?
31
Appendix F
Positives
Minuses
Interesting
Student Name: -________________
32
Appendix G
Seed Germination
What you will need: Paper towels One broad bean seed Water Plastic cup Bucket
Steps involved: 1) Firstly, push a few sheets of paper towel, one at a time, into the plastic cup (until
there is only a slight gap between the towel and rim of the cup- ensure the paper is quite firm and compacted in the cup)
2) Next, add some water to slightly wet the paper towels (using the spare plastic cup to scoop some water from the bucket and drizzle the water onto the paper, checking the paper towel dampness as you go). You may need to add more paper towel to fill up your cup and complete the same process.
3) Pour out any excess water by placing your hand over the cup and leaving a slight gap, then turn the cup upside down.
4) Next place your seed down either side of your cup about half way (it will be supported by the paper towel)
5) Now watch me grow!
33
Appendix H
Seed Germination (Autistic Sheet)
What you will need: Paper towels One broad bean seed Water Plastic cup Bucket (with water)
Steps involved:
1) Push a few sheets of paper towel, one at a time, into the plastic cup
34
2) Add some water to slightly wet the paper towels (Use a spare cup to scoop water from the bucket)
3) Pour out any excess water by placing your hand over the cup and turn the cup upside down.
4) Next place your seed down either side of your cup about half way
Now watch me grow!
35